This division of BAE Systems builds naval ships to supply MOD contracts.
Several years ago they needed to train approximately 100 of their operational supervisors in supervisory leadership skills. Formal, accredited training with classroom style teaching and theoretical assignments had proved a disaster: the inappropriate learning style and the lack of content relevance to the supervisors had created a high drop-out rate and de-valued all training in the eyes of the participants.
RSVP Design were commissioned to re-design the programme and to deliver a modular, 5-day programme to all new and recently appointed supervisors. This resulted in the delivery of 20 days of training (4 x intakes, each undertaking a 5-day modular programme over 2 months) and this programme continued into the future as new supervisors were recruited.
Key elements of this programme are:
- A simple, pre-programme personal and line-manager assessment of confidence and competence against carefully selected and relevant competences, to give a ‘benchmark’ of starting performance
- Trainers spending a full day shadowing a participant to get a sense of the reality of the working environment and issues
- A highly practical and coherent workshop design, in which learners built skills in a step-by-step process, using activity based (experiential) learning that made no real demands upon ‘academic’ ability but recognised practical contribution, common sense, sensitivity and awareness of inter-personal issues and the need to change behaviour to accommodate different situations
- Flexibility on the part of the trainer to deal with issues of real concern …”So what do I do when this happens?”
- The creation of personal, individual action plans for continuation beyond the programme
- Follow-up interviews and observation by line managers, supported by HR specialists in the company.
An initial needs assessment and observation of the first cohort in action identified the following key factors in the programme design.
The supervisors needed an activity-based programme. The participants both enjoy and remember the learning derived from the activities. The process of activity, review and introduction of ‘comparative’ theory matches the learning style of the majority.
The supervisors had, in general, a very low level of self-awareness and found it difficult to reflect on their own behaviour and preferences. The standard of observation and listening was not very high. They needed time and coaching to begin to notice the effects of their own, and other people’s, behaviour.
There was a relatively low level of confidence in tackling new or unfamiliar problems. Technical problem solving (‘fixing’) was good: the ability to see a bigger picture and grasp the implications of the wider problem was more of a challenge. This translated into dealing with ‘people problems’ in which the impact of their choice of behaviour was difficult for them to assess, for example in dealing with conflict.
Bearing these things in mind, we created a five-module programme. We saw the need to ‘lead’ the supervisors through a coherent and developmental process, allowing them opportunities to build upon their skills and to have multiple opportunities to practise new skills.
Our structure
Day 1: Induction. Emphasis on learning styles, the role of the supervisor, expectations of the leadership role. Introductory team work projects.
Day 2: Basic teamworking skills. Working on a series of team tasks to explore issues around the achievement of tasks when working under constraints of time and resources. Basic task management, planning, problem-solving, some introductory time-management and delegation
Day 3: Achieving results through others: a strong focus on communication skills as they supervise more complex, multi-task activities. Some introductory work around motivation and delegation in order to achieve high quality results through the management of people. Focus on observation and listening skills
Day 4: Dealing with ‘difficult situations’: using influencing skills, motivational and conflict management skills to deal with situations which become more complex. This included negotiation skills, to address conflicts over resources, performance issues and inter-personal tensions.
Day 5: Achieving excellence. Process and performance improvement, prioritisation, problem-solving. Influencing upwards, Self-development. Working with the supervisors to create an environment that supports learning. A practical opportunity to put into practice skills developed in other parts of the programme along with those from the previous modules.
Outcomes
Feedback from the programme was been universally and consistently positive. Line managers reported observable behavioural change. Approximately 80% of the supervisors completed all elements of the programme, including technical, IT, HR and Stress Management training conducted by other providers and received company certification. Those who did not complete had largely been limited by illness or other work demands: and planned to finish the programme with later cohorts.
The Supervisor Improvement programme won the BAE Systems Chairman’s Bronze award in 2008. The Chairman’s Awards scheme recognises employees and industry partners for outstanding, new and innovative ways in which they shape BAE Systems and contribute towards its global success.
Further Information
To learn more about how we can help you to integrate or facilitate powerful, experiential learning activities in your training, please contact sales@rsvpdesign.co.uk or call +44 141 561 0387
